Survey administration 2

What can we learn from the End of Training data? 3

Data coding 11

Data entry procedure 11

Data cleaning procedure 11

Step 1: Ensuring dataset is correct 12

Step 2: Assigning ID numbers 13

Step 3: Cleaning/checking the dataset 14

Running frequencies in Excel 15

Step 1: Data preparation 15

Step 2: Calculating response counts 16

Step 3: Calculating proportions 19

Step 4: Verifying the percentage 24

Step 5: Calculating frequencies for remainder of data 25

Step 6: Transferring the calculated frequencies 26

Meeting internal program goals and expectations 27

Meeting program-wide benchmarks 28

Deeper analyses that EDC commonly does on Training Data 29

Countries that begin implementing the Intel® Teach to the Future Essentials course after March of 2006

are required to collect data using the Intel® Teach Essentials End of Training Survey (see Appendix

A) to help support program improvement. This guide will help new evaluators understand how to use

and analyze the data from this required survey. In addition to this guide, EDC is available to talk with

Education Managers and local evaluators to review and support the development of local evaluation

plans.

This End of Training evaluation toolkit provides guidelines on:

End of Training Survey administration,

The evaluation objectives of the End of Training Survey,

Organizing the survey data, specifically how to clean and code the data, and

Analyzing the survey data

Many countries also conduct larger evaluations of this program, and EDC has an Optional Toolkit of other

protocols for both End of Training and Impact evaluations that may be of interest to those evaluators.

EDC strongly encourages use of the Optional Toolkit protocols for gathering more information to get a

richer picture of how trainings are playing out in different countries.

The guidelines in this toolkit are designed to provide an evaluation framework for local evaluators and

Education Managers who are in the initial phase of evaluating Intel® Teach to the Future. This toolkit

will also help clarify the types of analyses that can be done with the End of Training data for those

Education Managers and local evaluators who have been collecting End of Training data for many years.

EDC has tried to ensure that all guidelines and instructions included in this toolkit are stated in a simple

and easy-to-follow manner. This toolkit is meant to help even those without educational evaluation

experience to administer the survey and analyze the data. Education Managers and local evaluators can

also contact EDC if they have additional questions or concerns.

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The survey should be administered to all participants on the last day of the training. Each country will

need to decide how to administer the survey depending upon their particular needs and challenges.

Some countries use on-line surveys and some use paper surveys. Country Education Managers and their

external evaluation agencies will need to decide what method is most appropriate based on program

resources, staff, and technology available at training sites.

The purpose of conducting the End of Training Survey is to find out if the localized version of the

Essentials Program is being delivered effectively, and to provide local program staff with the information

necessary to improve and adapt the program to meet the needs of teachers in their country. To collect

the best data, the survey should be administered to as diverse and non-biased a sample as possible. EDC

recommends that participants at all trainings be given the opportunity to fill out the End of Training

Survey. If it is not possible to administer the survey at all trainings, the sample of trainings chosen to be

surveyed should be representative of the trainings occurring in the country as a whole. For example, if

there are trainings happening in rural and urban areas, then both urban and rural area trainings need to

be included in the sample. Likewise, if teachers from privately-funded and government-funded schools

are participated in the training, then teachers from both of these groups should be sampled in roughly

the same proportion as they are represented in the program population as a whole.

The End of Training data capture participants’ perceptions of the Essentials course, and reveal what

the training experience was like for them. These kind of data provide valuable information about

what is working and not working in the delivery of the training, and can be used to inform program

improvement. For example, finding that a large number of participants do not feel very prepared to

implement what they learned in their classrooms would suggest there is a problem with the training. It

could be that the trainers need better training themselves, or that the participants need more instruction

on certain program concepts that are new to them. Discovering gaps between the intended delivery

of the training and participants’ experience of the training is vital if program staff want to identify

emerging problems and improve the training experience.

The End of Training Survey asks sets of questions about five key aspects of the program and about the

technology infrastructure in participants’ schools. The infrastructure information can help evaluators

and program staff understand how well the teachers will be able to implement what they learn in the

training. Each of the sets of questions is described below.

This section asks teachers if they felt the training focused on teaching technology and practical

classroom examples, and if it provided a collaborative learning environment. This information can help

evaluators and program staff understand if the training and related materials localized to their country

are successfully communicating the key messages of the Intel® Teach to the Future Essentials course to

participants (see Figure 1).

Q1. To what extent do the following statements describe the Intel® Teach to the Future training in which you participated? For each item below, select the choice that best represents your experience.

NotAt All

SmallExtent

ModerateExtent

Great Extent

a) Focused on integration of technology into your teaching.

b) Provided useful teaching strategies to use with your stu-dents.

c) Illustrated effective uses of technology with students.

d) Provided opportunities to collaborate with other educators during training.

The second set of questions asks participants to report how prepared they feel to implement the

instructional- and technology-related practices covered in the training. Responses to this set of

questions indicate how effective the training was in preparing teachers to implement later in the

classroom. These data can help program staff understand if the training program is achieving its goal

of preparing teachers to use instructional approaches modeled in the training (items Q2 a and e) and to

integrate technology into their teaching (items Q2 b, c, and d). See Figure 2.

Q2. Having completed your training, how well prepared do you feel to do the following activities with your students? For each item below, select the choice that best represents your experience.

Not At All Prepared

SomewhatPrepared

ModeratelyPrepared

Very Well Prepared

a) Implement methods of teaching that emphasize independent work by students.

b) Integrate technology into your teaching.

c) Support your students in using technology in their school-work.

d) Evaluate technology-based work your students produce.

e) Align your teaching and assessments with required curricu-lum content.

The third set of questions asks teachers to rate how successful their trainers were at leading them

through the instructional- and technology-related practices covered in the training. Responses to these

questions can help evaluators and program staff see whether trainers are adequately prepared to deliver

the Essentials training (see Figure 3).

Not At All Somewhat Adequately Very

a) How successful was he/she at leading participants through the process of creating unit plans?

b) How successful was he/she at engaging the group in discus-sions of pedagogical and classroom management issues?

c) How successful was he/she at guiding participants through the technology skills covered in the training?

The fourth set of questions investigates teacher perceptions about the usefulness of the instructional

concepts (Q4 a and b) and hands-on activities (Q4 c, d, e, f, and g and Q5) covered in the training. The

questions on the instructional content (Q4 a and b) ask teachers how useful they found material on

Essential and Unit Questions and the discussions around instructional topics. Responses to these questions

can help evaluators and program staff gauge how successful the training was in helping participants see the

relevance of project-based approaches to their teaching practice. Teachers from countries where project-based

instruction is unfamiliar may have more difficulty seeing the relevance of these strategies. In such cases,

the training curriculum may need extra material showing how project-based instruction can support student

learning.

The remaining questions in this set (Q4 c, d, e, f, and g and Q5) ask teachers if they found activities such

as creating student publications/multimedia presentations/web sites and teacher support resources useful.

These activities all use technology in some form, and teacher responses to these items give evaluators and

program staff insight into the relative value participants place on the various individual modules, and on

various types of modules (see Figure 4).

Q4. How useful was each of the following components of the training in helping you learn how to integrate technology into

NotUseful

SomewhatUseful

ModeratelyUseful

VeryUseful

a) Creating, and exploring the uses of Essential Questions and Unit Questions.

b) Discussing and thinking through the pedagogical topics.

c) Locating and evaluating resources for your unit.

d) Creating student multimedia presentations.

e) Creating student publications.

f) Creating teacher support materials.

g) Creating student web sites.

Q5. Will the ideas and skills you learned from the Intel® Teach to the Future training help you successfully integrate tech-nology into your students’ activities?

Probably Yes

The fifth set of questions asks participants if they trained to be a Master Teacher (MT) or a Participant

Teacher (PT), and then asks about their years of teaching experience, and their familiarity with

integrating technology into their teaching before the training. This information is helpful for

understanding who the program is reaching, and also allows investigation of whether a participants’ prior

experience with technology influences their experience in the Essentials course.

The MT/PT ratio indicates whether the program is reaching the expected number of Master and

Participant Teachers. If the number of Participant Teachers is lower than expected, this may suggest that

Master Teachers are having difficulty recruiting participants or securing facilities for delivering trainings.

This is information program staff would certainly need to know.

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Responses to the remaining participant background questions provide important information about

participants’ teaching experience and familiarity with technology integration. This information can

provide insight into the kinds of teachers that are either interested in, or are being recruited for, the

training (see Figure 5).

The results from these items can be used to divide the data by teaching experience or by technology

experience to examine if different types of participants benefit differently from the training. This type

of analysis generally requires a statistical software program, such as SPSS. For evaluators who do not

have SPSS software, instructions for basic analyses that can be run in Microsoft Excel are included in the

Analzying the Data section of this guide. For evaluators who have SPSS software, instructions for analyses

that can be done with SPSS are covered in the SPSS for Analysis section of this guide.

Q6. Which course of the Intel® Teach to the Future program have you just completed?

Master Teacher Training

Participant Teacher Training

Q7. How many years of teaching experience do you have?

Less than 3

3 to 9

10 to 20

Over 20

Q8. Please select the term that best describes your level of experience integrating technology into your teaching BEFORE the Intel® Teach to the Future training.

You have a few lessons involving technology that you feel comfortable having your students do during your classes (Interme-diate User)

You regularly have your students use technology to engage in school work (Advanced User)

You are a technology leader in your school, or you train others in the use of technology (Expert User)

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This final set of questions asks the Participant Teachers about their access to technology resources

and the Internet in their school. Each teacher’s access to technology infrastructure will strongly

influence whether and how they are able to follow up on the Essentials course. This information can

tell the evaluator if the program is targeting schools with sufficient infrastructure to support teachers’

integration of technology after the training. If the data reveal that participants do not have adequate

infrastructure, program staff will need to decide whether to make changes to the training or change

the program’s recruitment approach. This information can also help Ministries of Education staff make

informed decisions about technology infrastructure policy (see Figure 6).

Q9. In your school where do you have access to computers?

Classroom and in the computer lab or media center

Only in the classroom

Only in a computer lab or media center

Q10. How many computers are in your classroom?

0 computers

1 computer

2-4 computers

5-7 computers

More than 7 computers

Q11. In your school where do you have access to the internet?

Classroom and in the computer lab or media center

Only in the classroom

Only in a computer lab or media center

Easy

Very easy

Do not know

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EDC recommends that evaluators add localized questions to help program staff better understand how

the trainings are being delivered and received in their country. The localized questions can collect data

about the context of the trainings, participant demographics, and country-specific characteristics of the

program. However, questions in a survey need to follow a logical order, so care should be taken when

deciding where to insert the questions.

The following sections explain how to use Microsoft® Excel to create a database with the survey results,

and then how to use Excel to do simple statistics to analyze the results. Since, Excel is limited in the

level of statistics that it can do, suggestions on how to use SPSS (a Statistical Package for the Social

Sciences) are also included. However, evaluators should use the statistical and other software packages

they are familiar with to create and analyze databases.

If the evaluators have distributed paper copies of the survey, the responses need to be coded into

numbered responses and entered into whichever database is being used. The coding sheet is provided

in Appendix B. If the evaluators are using an on-line survey, they need to assign the responses the

appropriate numerical value so that the dataset will be equivalent to the dataset from other countries.

Lastly, the year and quarter when the data were collected should be recorded in the spreadsheet.

If paper surveys were administered, the codes need to be entered manually into an Excel spreadsheet

or data file of whichever data analysis software package the evaluator is using. If an online survey was

administered and the responses were assigned the appropriate numerical values, the data will be in a

data file or Excel spreadsheet already. If not, please refer to above section on “Data coding”. Depending

on how the program stores the online data collected, the evaluator may need to copy and paste the

data into an Excel spread sheet. It is important to remember that data from each survey respondent

constitute a row in the Excel spreadsheet or whichever data file the evaluator is using.

EDC provides an Excel file that contains the appropriate database structure for summary data (percentage

only); this is available for download at http://cct.edc.org/teachfuture.asp. Evaluators can also get the

Excel spreadsheet from the country Education Manager.

After the End of Training data have been collected, the next step is to clean the data prior to analyzing

it. The following section offers step-by-step instructions on how to clean End of Training data in

preparation for analysis. It is assumed that the data are in an Excel spreadsheet. If not, please refer to

above section on “Data entry procedure”.

Before anything is done with the data, the evaluator should make sure the End of Training data in the

dataset come from the correct version of the survey. A quick way to check is to look at the numbering

scheme and length of the items. The most recent (2006) version of the End of Training Survey ranges

from Q1 through Q12 and fills 27 columns of data (see Picture 1). The year and quarter that the data

come from should be specified at the top of the spreadsheet.

Before any types of data manipulation are done, the evaluator should make sure each record has an ID

number. This will allow the evaluator to sort the data back to its original state in case a problem or

confusion emerges.

To add an ID number:

Put the cursor on the cell labeled “q1”

Go to the Insert Menu at the top of the screen then scroll down and click on the Columns tab. This should insert a blank column to the left of the q1 column. Give the new column a title like ID number or Participant ID.

To add ID numbers in the column:

Put the number 1 in the top cell corresponding to the first participant.

Put a number 2 in the cell corresponding to the second person, and a 3 corresponding to the third participant.

Highlight all three cells; move the cursor to the bottom right hand corner of the three cells and a small black plus sign (+) will appear. Click and drag the plus sign all the way down to the last participant. This will create ID Numbers for each participant (see Picture 2).

1)

2)

1)

2)

3)

The evaluator should check to ensure that all values in the Excel dataset are valid response options. If a

question has response options that range from 1- 4, for example, there should not be any other values in

this column. In addition, the evaluator should make sure that there are only numbers, and no text, in

the response columns.

This section gives instructions for computing frequencies in Excel for all of the questions in the survey.

These instructions may be hard to memorize, so it is recommended that the evaluator print out the

instructions before use. They will need to be followed exactly.

There should be at least 5 blank rows below the last row of participant data.

Go five cells below the last record in the column of data corresponding to q1 and type the numbers 1, 2,

3, and 4 in numerical order, one cell below the next (see Picture 3).

2a) Skip a cell and type in exactly (see Picture 4):

=FREQUENCY(

2b) Next, highlight the column from the first cell of participant data to the last cell of participant data,

add a comma, and highlight the 1, 2, 3, 4, column that was made, then close the parenthesis and press

ENTER (see Picture 5).

2c) After pressing ENTER, that cell should present a value. Click in that same cell (if it is not already

clicked) hold down the SHIFT key and press the down arrow three times so it highlights four cells

(including the one with the value).

Then (with all four cells highlighted) press F2, then press CTRL, SHIFT, and ENTER (at the same time).

This will calculate the number of times that 1, 2, 3, and 4 appeared in that column (see Picture 6). In

other words, this is a count of the number of times each response option appeared in the data for a

specified question. This can then be used to get proportion counts.

Step 2 produced counts of the values for that column. To get percentages in Excel, the next step is

to calculate the proportion of responses falling under each value. Percentages and proportions are

calculated through Excel formulas. When cell numbers are inserted in the formula, Excel includes the

value of that cell number into the formula. The actual cell(s) need to be clicked on or highlighted for

Excel to recognize and insert cell numbers into the formula (this applies specifically to steps 3b, 3c,

3d, and 3e that follow). The following sub-steps (3a through 3e) need to be completed to calculate the

proportions, and the following instructions detail which cells need to be clicked on or highlighted within

the formula.

3a) Move one cell down below the Step 2 value counts and type exactly:

=SUM(

Then highlight the new counts from step 2c (see Picture 7, cells B318 to B321, for an example), close

parenthesis and press ENTER. This will give a grand total of all responses for that column.

A B C

3b) Next, individually divide the counts of 1, 2, 3, and 4 by the grand count total. This will need to be

done separately for each value. So, move down one cell and type in the formula (keep in mind that the

following instruction details which cells need to be clicked on or highlighted within the formula):

=(the cell corresponding to the 1’s counts)/(the grand total of responses for the column)

and press ENTER (see Picture 8). This should move the cursor down one cell. If this does not happen

automatically, move down one cell. This will calculate the proportion of ‘1’s in responses to Question 1a.

A B C

3c) Move down one cell and type in (keep in mind that the following instruction details which cells need

to be clicked on or highlighted within the formula):

=(the cell corresponding to the 2’s counts)/(the grand total of responses for the column)

and press ENTER (see Picture 9). This should move the cursor down one cell. If not, move down one cell.

This will calculate the proportion of ‘2’s in responses to Question 1a.

3d) Move down one cell and type in (keep in mind that the following instruction details which cells need

to be clicked on or highlighted within the formula):

=(the cell corresponding to the 3’s counts)/(the grand total of responses for the column)

and press ENTER (see Picture 10). This should move the cursor down one cell, if not move down one cell.

3e) Move down one cell and type in (keep in mind that the following instruction details which cells need

to be clicked on or highlighted within the formula):

=(the cell corresponding to the 4’s counts)/the grand total of responses for the column)

and press ENTER (see Picture 11). This should move the cursor down one cell, if not move down one cell.

3f) Highlight the four new cells created by steps 3b, 3c, 3d, and 3e (See Picture 11, cells B325 to B328,

represent the four cells in this example), move the cursor up to the FORMAT button on the menu and

click - > CELLS then under category go to percentage. This will give the frequency percentages.

A B

To verify that the spreadsheet is displaying the correct percentage, add up the percentages to be sure

that they equal 100%. To do this move down one cell lower and type exactly

=SUM(

Highlight the four percentage columns that were just created, close parenthesis and press ENTER. If

correct, that cell should read 100% (see Picture 12).

5a) Lastly, instead of repeating the above process for every item, there is an easy way to calculate the

remaining frequencies once the calculations for one item (column) have been completed. First, highlight

everything new that was just entered (from the cell containing the 1 to the cell containing the 100%),

then move the mouse to the bottom right corner of the values highlighted until a small cross appears

(see Picture 13).

5b) Click and drag to the right to the last item column. When the mouse is released, the frequencies and

checks of all the items should appear (see Picture 14).

EDC recommends that the percentages of each response option for each question be copied into another

EDC provided summary data sheet (shown in picture 15) for ease of interpretation of results. EDC

provides this spreadsheet available for download at [http://cct.edc.org/teachfuture.asp].

The End of Training Survey is designed to provide Education Managers and other program staff with

regular, frequent feedback on their programs, so that they can understand whether the program is

meeting the needs and expectations of the educators it was created to serve. After entering the End of

Training Survey data into Excel and calculating the frequencies, Education Managers and local evaluators

need to then review and interpret the findings. Below are descriptions of some of the ways that the

survey frequencies can be examined to provide useful information about the program.

All Education Managers set internal goals and expectations for the program at different stages of

implementation and program maturity. The End of Training Survey data can be used to measure whether

the program is meeting those goals and expectations. The different items on the survey are designed

to provide information about different program components, and general information about program

participants. The Evaluation Objectives section of this toolkit describes how each set of items can be

interpreted on its own. In addition to those interpretations, evaluators and program managers can also

look at multiple sets of items on the End of Training Survey to understand more about important aspects

of the program. A few of the key aspects about which the End of Training survey can provide feedback

are:

Recruitment: Participant responses to Questions 8-12 can help Education Managers understand what kinds of teachers are being recruited for the training. Is the program recruiting the appropriate population of teachers? Do they have technology resources available or prior experience? For example, if there is an expectation that the program will only recruit teachers with some access to technology, and some technology experience, responses to these questions will reveal whether recruitment efforts are targeting the intended participants.

Curriculum localization: Each Education Manager is charged with ensuring that the Intel® Teach Essentials curriculum is localized by education experts in their country so that the program is relevant and meaningful to teachers in that country. Participants’ responses to Questions 2 and 4 specifically can provide insight into how useful participants feel the training was and whether they believe they can use what they learn in the training in their teaching.

Master Teacher training: The success of the program relies on the quality of the Master Teacher training. The End of Training Survey provides information about the quality of the Master Teacher training in two ways. First, the survey is administered to Master Teachers, and their

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responses reveal what they thought of the training. In addition, Participant Teachers’ responses to Questions 1 and 3 also reveal whether the training experience adequately communicated the core messages of the program, and whether participants found their trainers to be effective.

Working in conjunction with EDC evaluators, Intel Teach program staff have established benchmarks for

specific items on the End of Training Survey that can help local program staff better understand how

the program is developing in their country. Benchmarks were established by analyzing survey responses

from participants in a number of different countries over time, and determining the percent of positive

responses programs could reasonably be expected to receive if they are offering a high quality program.

Programs that are not yet meeting benchmarks should consider themselves to still in development. These

programs might want to focus their evaluation efforts on improving the localization and identifying

challenges and obstacles that participants encounter. Programs that are meeting the benchmarks

would be considered to be mature programs. Their evaluation efforts might focus on documenting the

program’s impact. The benchmarks selected by Intel program staff for the specific survey items are listed

below:

Question 1a: 89% of teacher respondents indicate the training focused on integration of technology into their curriculum to a “great extent” or “moderate extent.”

Question 1b: 81% of teacher respondents indicate the training provided teaching strategies to apply with their student to a “great extent” or “moderate extent.”.

Question 1c: 86% of teacher respondents indicate the training illustrated effective uses of technology with students to a “great extent” or “moderate extent.”

Question 2a: 80% of teacher respondents indicate they are “very well” or “moderately” prepared to implement teachings that emphasize independent work by students.

Question 2b: 85% of teacher respondents indicate they are “very well” or “moderately” prepared to integrate educational technology into the grade or subject they teach.

Question 2c: 82% of teacher respondents indicate they are prepared to support their students in using technology in their schoolwork.

If participant responses do not meet these benchmarks, it may indicate that the program is not

successfully communicating its core messages to participants, or that the curriculum has not been

localized enough for teachers to see clearly how to apply what they learn in the training to their

classroom teaching.

As program evaluators collect End of Training data each quarter, it can be useful to keep track of program

participants’ responses to the program over time. Charting the data longitudinally enables evaluators

and program staff to gauge whether participant responses become more positive as the program matures.

If program staff make substantial changes to the implementation process, the curriculum, the Master

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Teacher training or other aspects of the program, they can see whether there are corresponding changes

in participant feedback from the surveys administered at the time those changes were made.

The sections below explain some of the key questions that we have used as a first look at analyzing the

data. Some examples of interesting questions to ask of the data that can be answered using crosstabs are

included below.

Communicating important messages: Is the training helping teachers think about practical strate-gies for technology integration into their classroom?

Items Q2 a, b, and c ask participants if they felt that the training was focused on practical and useful

strategies to integrate technology into their teaching. If the results indicate that most participants

do not think that the training is focused on these issues, this may indicate that the training is not

effectively communicating the core material to the teachers.

Do teachers with different backgrounds experience the training differently? Is the program more effective

for experienced teachers or less experienced teachers? For example, if you examine the results on Q2 a,

b, and c by the level of technology experience, this would allow you to understand if teachers with more

technology experience see the training as more focused on practical integration strategies than less

experienced teachers.

Post training confidence: Do teachers leave the training with a sense of preparation to implement new activities back in their schools?

The results on Q3 a, b, c, d, and e indicate the level of preparedness of the participants after the

training. Some of the questions are about technology issues (b, c, and d) and some are about using new

teaching strategies in the classroom (a, and e). Are teacher more prepared on one set of items than on

the other? Does this vary by their level of technology experience?

Utility of the training topics: Do participants feel that the topics covered help them reach the program’s goals?

Q5 asks participants about a number of key topics and activities. Some of the items ask about supporting

student technology use (Q5 d, e, f, and g) and other items ask about new teaching strategies (Q5 a, b,

and c). Do teachers’ perceptions vary by level of experience with teaching or experience with technology?

SPSS is a statistical and data management package that provides a broad range of capabilities for the

entire data analysis process. Analyzing the End of Training data does not require advanced statistics;

but SPSS does offer the option of doing some deeper analyses with the data than simple frequencies,

such as cross tabulations (often abbreviated as crosstab). A frequency describes the distribution of one

variable, while a crosstab can describe the distribution of two or more variables simultaneously. Each cell

in a crosstab table shows the number of respondents that gave a specific combination of responses. See

Picture 16a for examples of a frequency distribution and a crosstab.

To obtain frequencies, open the SPSS data file and from the menu choose:

Analyze -->

Descriptive Statistics --->

Frequencies

Then move the questions for which frequencies are needed into the variable box by clicking on the

question and then clicking on the arrow button in the middle of both boxes (see Picture 16b). The

results open in a separate Output window, and give the frequencies for all variables chosen (refer back to

Picture 16a).

To obtain crosstabs, open the SPSS data file and from the menu choose:

Analyze -->

Descriptive Statistics --->

Crosstabs

Crosstabs will create a 2-dimensional table. Move the variable to be displayed as the row variable to

Row(s): and move the variable to be displayed as the column variable to Column(s): (see Picture 16c).

At the very bottom of the crosstabs window there are three buttons: “Statistics”, “Cells”, and “Format”.

Clicking on each of these options opens up more specific choices of crosstab analyses. For the purposes of

the End of Training data analysis, the guide will only discuss the “Cells” button to give percentages within

each cell in the crosstabs table. If the box next to “Row” is checked it will give percentages within the row

variable. Likewise, if the box next to “Column” is checked, it will give percentages for the column variable

(see Picture 16d).

A 2 x 2 crosstab could look at whether participants with varying prior experience with technology

differ in how useful they find the training module that requires them to create student web sites. An

evaluator can use a third variable to layer the crosstabs output. To continue with the above example, an

evaluator could also look at the crosstabs within another variable such as the training they participated

in (Participant Teacher Training or Master Teacher Training). If the training variable were added to the

Layer box (under the Row(s): and Column(s): boxes) then one 2 x 2 (prior experience by usefulness

of creating student web sites) crosstabs table would be generated for PTs and another 2 x 2 (prior

experience by usefulness of creating student web sites) crosstabs table would be generated for MTs.

Appendix A

End of Training Required Survey

Focus of the TrainingPlease mark the right response box to the questions below.

1. To what extent do the following statements describe the Intel® Teach to the Future training in which you participated? For each item below, select the choice that best represents your experience.

Not At All

Small Extent

ModerateExtent

Great Extent

a) Focused on integration of technology into your teaching. b) Provided useful teaching strategies to use with your students. c) Illustrated effective uses of technology with students. d) Provided opportunities to collaborate with other educators during training.

Effectiveness of the TrainingPlease mark the right response box to the questions below.

2. Having completed your training, how well prepared do you feel to do the following activities with your students? For each item below, select the choice that best represents your experience.

Not At All Prepared

Somewhat Prepared

Moderately Prepared

Very Well Prepared

a) Implement methods of teaching that emphasize independent work by students.b) Integrate technology into your teaching. c) Support your students in using technology in their schoolwork. d) Evaluate technology-based work your students produce. e) Align your teaching and assessments with required curriculum content.

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Appendix A

Effectiveness of the TrainerPlease mark the right response box to the questions below.

3. Think about the trainer who led your workshop. For the items below, select the choice that best reflects your experience.

Not At All Somewhat Adequately Very

a) How successful was he/she at leading participants through the process of creating unit plans? b) How successful was he/she at engaging the group in discussions of pedagogical and classroom management issues? c) How successful was he/she at guiding participants through the technology skills covered in the training?

Usefulness of Training ComponentsPlease mark the right response box to the questions below.

4. How useful was each of the following components of the training in helping you learn how to integrate technology into your teaching practices? For each item below, select the choice that best reflects your experience.

Not Useful

Somewhat Useful

Moderately Useful

VeryUseful

a) Creating, and exploring the uses of Essential Questions and Unit Questions. b) Discussing and thinking through the pedagogical topics. c) Locating and evaluating resources for your unit. d) Creating student multimedia presentations.e) Creating student publications.

f) Creating teacher support materials.

g) Creating student web sites.

2

Appendix A

5. Will the ideas and skills you learned from the Intel® Teach to the Future training help you successfully integrate technology into your students’ activities?

Definitely Not Probably Not Probably Yes Definitely Yes

Participant BackgroundPlease mark the right response box to the questions below.

6. Which course of the Intel® Teach to the Future program have you just completed? Master Teacher Training Participant Teacher Training

7. How many years of teaching experience do you have? Less than 3 3 to 9 10 to 20 Over 20

8. Please select the term that best describes your level of experience integrating technology into your teaching BEFORE the Intel® Teach to the Future training.

You have never used technology with your students (Never Used) You have tried a few times to have your students use technology during your classes (New User) You have a few lessons involving technology that you feel comfortable having your students do during your classes (Intermediate User) You regularly have your students use technology to engage in school work (Advanced User) You are a technology leader in your school, or you train others in the use of technology (Expert User)

InfrastructurePlease mark the right response box to the questions below.

9. In your school where do you have access to computers? No access to computers in my school Classroom and in the computer lab or media centerOnly in the classroomOnly in a computer lab or media center

3

Appendix A

10. How many computers are in your classroom? 0 computers1 computer 2-4 computers 5-7 computers More than 7 computers

11. In your school where do you have access to the internet? No access to computers in my school Classroom and in the computer lab or media centerOnly in the classroomOnly in a computer lab or media center

12. How easy or difficult is it to schedule time in the computer lab/media center? Very difficult DifficultEasyVery easyDo not know

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Appendix B

Intel® 2006 End of Training Survey Coding Sheet

This sheet provides a coding key to the response options (or possible answers) to each question. The number provided against each response option is the number that should be entered into your data file.

Focus of the TrainingPlease mark the right response box to the questions below.

1. To what extent do the following statements describe the Intel® Teach to the Future training in which you participated? For each item below, select the choice that best represents your experience.

Not At All

[1]

Small Extent

[2]

ModerateExtent

[3]

Great Extent

[4] a) Focused on integration of technology into your teaching. b) Provided useful teaching strategies to use with your students. c) Illustrated effective uses of technology with students. d) Provided opportunities to collaborate with other educators during training.

Effectiveness of the TrainingPlease mark the right response box to the questions below.

2. Having completed your training, how well prepared do you feel to do the following activities with your students? For each item below, select the choice that best represents your experience.

Not At All Prepared

[1]

Somewhat Prepared

[2]

Moderately Prepared

[3]

Very Well Prepared

[4] a) Implement methods of teaching that emphasize independent work by students.b) Integrate technology into your teaching. c) Support your students in using technology in their schoolwork. d) Evaluate technology-based work your students produce. e) Align your teaching and assessments with required curriculum content.

1

Appendix B

Effectiveness of the TrainerPlease mark the right response box to the questions below.

3. Think about the trainer who led your workshop. For the items below, select the choice that best reflects your experience.

Not At All [1]

Somewhat [2]

Adequately [3]

Very[4]

a) How successful was he/she at leading participants through the process of creating unit plans? b) How successful was he/she at engaging the group in discussions of pedagogical and classroom management issues? c) How successful was he/she at guiding participants through the technology skills covered in the training?

Usefulness of Training ComponentsPlease mark the right response box to the questions below.

4. How useful was each of the following components of the training in helping you learn how to integrate technology into your teaching practices? For each item below, select the choice that best reflects your experience.

Not Useful

[1]

Somewhat Useful

[2]

Moderately Useful

[3]

VeryUseful

[4] a) Creating, and exploring the uses of Essential Questions and Unit Questions. b) Discussing and thinking through the pedagogical topics. c) Locating and evaluating resources for your unit. d) Creating student multimedia presentations.e) Creating student publications.

f) Creating teacher support materials.

g) Creating student web sites.

2

Appendix B

5. Will the ideas and skills you learned from the Intel® Teach to the Future training help you successfully integrate technology into your students’ activities?

Definitely Not [1]Probably Not [2]Probably Yes [3]Definitely Yes [4]

Participant BackgroundPlease mark the right response box to the questions below.

6. Which course of the Intel® Teach to the Future program have you just completed? Master Teacher Training [1]Participant Teacher Training [2]

7. How many years of teaching experience do you have? Less than 3 [1]3 to 9 [2]10 to 20 [3]Over 20 [4]

8. Please select the term that best describes your level of experience integrating technology into your teaching BEFORE the Intel® Teach to the Future training.

You have never used technology with your students (Never Used) [1]You have tried a few times to have your students use technology during your classes (New User) [2]You have a few lessons involving technology that you feel comfortable having your students do during your classes (Intermediate User) [3]You regularly have your students use technology to engage in school work (Advanced User) [4]You are a technology leader in your school, or you train others in the use of technology (Expert User) [5]

InfrastructurePlease mark the right response box to the questions below.

9. How many computers are in your classroom? 0 computers [1]1 computer [2]2-4 computers [3]5-7 computers [4]More than 7 computers [5]

3

Appendix B

10. In your school where do you have access to computers? No access to computers in my school [1]Classroom and in the computer lab or media center [2]Only in the classroom [3]Only in a computer lab or media center [4]

11. In your school where do you have access to the internet? No access to computers in my school [1]Classroom and in the computer lab or media center [2]Only in the classroom [3]Only in a computer lab or media center [4]

12. How easy or difficult is it to schedule time in the computer lab/media center? Very difficult [1]Difficult [2]Easy [3]Very easy [4]Do not know [5]

4